3rd Grade Science
Prioritized Expectation |
SCI-03.ESS2.01SCI-03.ESS2.01 Represent data in tables and graphical displays to describe and predict typical weather conditions expected during a particular season.Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-03.ESS3
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SCI-03.LS1
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SCI-03.LS1.01SCI-03.LS1.01 Develop models to describe that organisms have unique and diverse life cycles but all experience birth, growth, reproduction, and death.Clarification Statement: Changes organisms go through during their life form a pattern Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
Sample Activity:student will create a model of an animal or plant’s life cycle. | |
SCI-03.LS2
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SCI-03.LS3
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SCI-03.LS3.02SCI-03.LS3.02 Use evidence to support the explanation that the expression of traits can be influenced by the environment.Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient
water are stunted. A person born healthy based on their genetics could suffer from the exposure to toxic
chemicals Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Students will identify traits influenced by the environment using 2 or more pieces of evidence ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-03.LS4
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SCI-03.LS4.03SCI-03.LS4.03 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.Clarification Statement: Examples of evidence could include needs and characteristics of the organisms
and habitats involved. The organisms and their habitat make up a system in which the parts depend on
each other. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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